Mapping Autonomy in Language Education

Manuel Jiménez Raya / Terry Lamb / Flávia Vieira

Mapping Autonomy in
Language Education

A Framework for Learner and Teacher Development

Bibliographic Information published by the Deutsche Nationalbibliothek

The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available in the internet at http://dnb.d-nb.de.

Library of Congress Cataloging-in-Publication Data

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Cover image: © Flávia Manuela Ferreira Vieira

This publication has been sponsored by the Departamento de Filologías Inglesa y Alemana- University of Granada.

ISSN 1437-3157

ISBN 978-3-631-67360-7 (Print)

E-ISBN 978-3-631-72220-6 (E-PDF)

E-ISBN 978-3-631-72221-3 (EPUB)

E-ISBN 978-3-631-72222-0 (MOBI)

DOI 10.3726/b11095

© Peter Lang GmbH

Internationaler Verlag der Wissenschaften

Frankfurt am Main 2017

All rights reserved.

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About the authors

Manuel Jiménez Raya is Full Professor in the English and German Department at the University of Granada (Spain), where he teaches applied linguistics courses. His research interests are pedagogy for autonomy, experiential learning, language teacher education, and case pedagogy. He has published numerous articles and co-authored several books on FLT methodology and teacher education.

Terry Lamb is Professor of Languages and Interdisciplinary Pedagogy and Director of the Centre for Teaching Innovation at the University of Westminster. He has published extensively in the areas of learner autonomy, multilingualism and language teacher development, and is founder and editor of an academic journal.

Flávia Vieira is Full Professor at the Institute of Education at the University of Minho (Portugal), where she teaches courses in FLT didactics and pedagogical supervision. Her research interests are pedagogy for autonomy, language teacher education, case pedagogy, and the scholarship of teaching and learning in higher education. She has published numerous articles and co-authored several books on FLT methodology and teacher education.

About the book

This book proposes a comprehensible, context-sensitive and flexible framework for the development of pedagogy for autonomy in language education. The ‘framework’ metaphor highlights the effort to identify structuring elements in the authors’ stance towards pedagogy for autonomy, which fall into three domains – the context, the learner, and the teacher. In each domain, the authors raise ethical, conceptual and practical issues that are crucial to their perspective and offer a basis for reflection on learner and teacher development towards learner and teacher autonomy. The book proposes a common definition for learner and teacher autonomy within a vision of education as transformation and empowerment. Pedagogy for autonomy is operationalized through a set of ten general principles.

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Table of contents

List of Tables

List of Figures

1. Introduction

2. Pedagogy for autonomy: underlying assumptions and general language teaching principles

2.1 Pedagogy for autonomy: major assumptions

2.2 Pedagogy for autonomy and general language teaching principles

3. Mapping pedagogy for autonomy

3.1 Putting the context on the map

3.1.1 Understanding the setting